The Effects of Combined Movement and Storytelling Intervention on Motor Skills in South Asian and White Children Aged 5-6 Years Living in the United Kingdom

Emma L J Eyre, Cain C T Clark, Jason Tallis, Danielle Hodson, Sean Lowton-Smith, Charlotte Nelson, Mark Noon, Michael J Duncan, Emma L J Eyre, Cain C T Clark, Jason Tallis, Danielle Hodson, Sean Lowton-Smith, Charlotte Nelson, Mark Noon, Michael J Duncan

Abstract

Early motor development has an important role in promoting physical activity (PA) during childhood and across the lifespan. Children from South Asian backgrounds are less active and have poorer motor skills, thus identifying the need for early motor skill instruction. This study examines the effect of a movement and storytelling intervention on South Asian children's motor skills. Following ethics approval and consent, 39 children (46% South Asian) participated in a 12-week movement and storytelling intervention. Pre and post, seven motor skills (run, jump, throw, catch, stationary dribble, roll, and kick) were assessed using Children's Activity and Movement in Preschool Study protocol. At baseline, South Asian children had poorer performance of motor skills. Following the intervention, all children improved their motor skills, with a bigger improvement observed for South Asian children. Early intervention provided remedial benefits to delays in motor skills and narrowed the motor skills gap in ethnic groups.

Keywords: disadvantaged; ethnicity; fundamental movement skills; locomotor; motor skill instruction; object control.

Conflict of interest statement

The authors declare no conflict of interest.

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